The Implementation of Curriculum Development-Related Programs in the Public Education Sector

 This study focuses on the implementation problems of EU funded educational development interventions aimed at developing teaching and learning in school education. Its purpose is to summarize the conclusions emerged from the theoretical phase and the literature reviews of the research project entitled “The impact mechanisms of education development interventions” funded by the Hungarian Scientific Research Fund (OTKA). It analyses the implementation problems of policy interventions and development programs in general, and those related to curriculum development in particular, placing the latter in the general context of curriculum theory. The study examines the EU funded educational development programs in Hungary in a theoretical framework of curriculum implementation.

Keywords: curriculum, curriculum implementation, educational development, implementation, educational changes, EU funded development programs

21
Dec 2014
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The Governance of Innovation in Education

The education sector is often considered not prone to innovation. However, recent research indicates that education can be as innovative as other sectors, if the right conditions and governance structures are in place. This article examines the governance of innovation in education systems. It traces the role of innovation for education, presents how innovation is measured and analyses how it can be governed successfully. Education systems operate under considerable governance complexity which has consequences for questions of accountability, trust, professionalism and leadership. This article proposes a simple framework of different governance elements and examines what kind of accountability, leadership, trust and professionalism may be suitable to promote and sustain innovation in education. The article indicates that, for instance, horizontal accountability combined with strong professionalism and trust may generate a culture of innovation, especially when supported by strong learning and political leadership. Nonetheless, the context and specific conditions in countries and education systems need to be taken into consideration as there is no one-size-fits-all solution. The findings are based on OECD publications and existing literature on education, governance and innovation.

Keywords: education, governance, innovation, reform, OECD

21
Dec 2014
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Bilingual Education and Teacher Training

 This article is a part of a research study that focuses on early educational bilingualism, CLIL teachers and trainees, their challenges, needs, competences and CLIL teacher training. This particular paper discusses the notion of CLIL and the role of CLIL teachers and their education. After defining and explaining the terms ’bilingual education’ and ’CLIL’ (Content and Language Integrated Learning), the paper reviews some of the relevant literature published in Hungary and beyond. It also highlights and compares two significant European research projects on CLIL. Then it explores CLIL teachers’ necessary competences that are essential in order to cope with the multifaceted tasks and challenges of the innovative teaching context. Teachers’ professional skills, personal qualities, language proficiency, theoretical and practical knowledge in methodology and the subject matter, beliefs and attitudes immensely influence the success of early CLIL. Therefore, specialised preand in-service teacher training programmes are required, and teachers also need to seek various opportunities for self-development.

Keywords: bilingualism, bilingual education, CLIL (Content and Language Integrated Learning), teacher competences, teacher training, teacher development

13
Nov 2014
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Te Selection of Knowledge Content and the Process of Preparation for Research in the Special Needs Education Doctoral Programme

The current article provides an overview of the context in which the Special Needs Education Doctoral Programme was started in 2010 at the Faculty of Psychology and Education at the Eötvös Loránd University of Budapest. Furthermore, the paper provides a comprehensive description of the structure of the BA, MA and Ph.D. programmes. The author also emphasizes the importance of the development of special needs education science in the process of framing the doctoral programme. In addition, the article presents the main characteristics of the modular qualification structure, describes the areas of the interdisciplinary knowledge content, lists the scientific approaches and methods employed, and identifies the key elements of the process by which the students become researchers (such as theoretical knowledge building, planning and research, research management, research methodology, ethics, criteria for the publication of research results). The author shows various forms of collaboration between supervisors and Ph.D. students and numerous ways in which personalized learning paths are planned and supported. The article also presents the practical implications of the five-year long accreditation period, of the faculty’s participation in the qualifications development project (SROP 4.2.2.) and the role of the international relations of the Bárczi Gusztáv Faculty of Special Needs Education in the doctoral programme.

Keywords: doctoral programme, qualification levels, modular qualification structure, researcher in
formation, special needs education science, disability science

13
Nov 2014
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Te Meta-analysis of Inculsive Research Methods

 The article discusses the theoretical background of inclusive research and presents a specific meta-analysis on its methodological implications. Furthermore, the scope of the current paper is to gain a better understanding of the present methodology and its future directions in the research on disadvantaged individuals. By using the Delphi-method, a qualitative prediction was formulated in collaboration with professionals who have relevant knowledge in the field, and individuals directly affected by the questions involved. The feedback questionnaire technique allowed participants to actively engage in the deveopment of the research instrument. Building on the prelimanary results a Likert scale questionnarie was developed and used in the second stage of the Delphiinquiry. The scientific implication of the research is that it serves as a basis for further investigation using inclusive methodology in research involving disadvantaged groups.

Keywords: inclusive research, particpatory research, Delphi-method, disadvantaged groups, disability,
empowerment

Te Participation of Adults and Children with Disabilities in Participatory and Emancipatory Research

 This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well-planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.

Keywords: emancipatory and participatory research, participation, children with special needs

Participation of children and adults with disability in participatory and emancipatory research

 This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.

Keywords: emancipatory and participatory research, participation, children with special needs

13
Nov 2014
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Evidence-based Educational Research vs. Pedagogy as Cultural Studies – About a Renewed Paradigm Debate in the Educational Sciences

 

The article presents the emergence of „evidence based research” in the context of the US education policy under the Bush Administration as well as the criteria and the program developed in that period. Furthermore, the international and German reception of this new paradigm of educational sciences is also discussed. Reception refers to the wide range of intended functions associated with evidence based research, its claimed advantages in the field of education policy, and the education research methodology proposals and limitations suggested in connection with the new paradigm. Attributed as „empirische Bildungsforschung” and propagated as the new and only acceptable model of education research in Germany, evidence based research has been object to strong controversies in the country and around the world. The paper critically examines the ambition of this model for research, political planning and education reform. Finally, the paradigm is refuted due to its implications for research, and to the problematic consequences it may produce in education and in the status and theory of educational sciences.

Keywords: research methodology in educational sciences; evidence based research, status of educational sciences, Empirische Bildungsforschung, Germany.

13
Nov 2014
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A brief discussion of the socio-political context of multiculturalism in the USA

 

06
Oct 2014
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Te never dormant power – rethinking the concept of the gifedness

 To consider giftedness to be homogenous and not to distinguish between the methods suitable for different talent development can be the barrier of the provision. Besides the subtle elements of the socio-cultural background, the age factor and the form of the giftedness should also be taken into account, as these require very different environments. A number of additional factors and their delicate coincidence have to be detected as a further step. The provision of the gifted can only be truly effective if it relies on a credible scientific background. Even just slightly false theories lead to the wrong directions. This study based on Hungarian and international literature is to show the diversity of talent, the significance and role of its components, and to prove why talent is not dormant and hidden, but an active path-seeker.

Keywords: gifted, conception, coincidence, differentiation

21
Jul 2014
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